The country is also a major destination for medical education—a sector often underdeveloped and marred by capacity shortages in developing countries. Chinese doctoral candidates, likewise, “accounted for 34 percent of all first-year international doctoral students in the United States” in 2016.[2]. Most HEIs, thus, have established committees made up of senior teaching staff that monitor quality at the departmental or discipline-specific level, and make recommendations on how to improve teaching practices. This is especially so at top-tier institutions that seek to attract more international students, the percentage of which is a criterion in international university rankings. The actual major is generally more specialized. In addition, provincial accreditation committees are tasked with evaluating and auditing vocational HEIs and private institutions within their jurisdictions under central guidelines. This focus on examinations encourages a disciplined, top-down learning style that relies mostly on rote memorization and leaves less room for discussion and criticism when compared to Western education. Under Xi Jinping, this “ideological guidance” of universities has increased significantly. Altogether, China now has 514,000 educational institutions and 270 million students enrolled at all levels of education. It’s now the world’s largest education system after the number of tertiary students surged sixfold from just 7.4 million in 2000 to nearly 45 million in 2018, while the country’s tertiary gross enrollment rate (GER) spiked from 7.6 percent to 50 percent (compared with a current average GER of 75 percent in high income countries, per UNESCO). The government has recently piloted a unified admissions process in four HEIs based on a Joint Admission Examination (JAE). While top HEIs are nurtured with vast resources, other HEIs are underfunded demand-absorbing institutions of lesser quality. Shanghai, for instance, requires elementary teachers to hold a zhuanke qualification. As noted, senior secondary teachers must complete a four-year benke program at a normal university. The programs at normal schools last three to four years and include the general senior secondary curriculum, as well as pedagogical subjects and teaching practice. While current economic growth rates still exceed 6 percent, any economic slowdown with negative implications for employment is of great concern to the CCP, whose political legitimacy largely rests on delivering increased economic prosperity. The quality of teaching at HEIs attached to specific central ministries, such as the Ministry of Agriculture, is directly monitored by the respective ministries. The education system in mainland China (excluding Hong Kong and Macau) is administered as follows: China’s universities have very little autonomy; they are tightly regulated by the central government and the CCP. Despite the high tuition costs and living expenditures in countries like the U.S., 59 percent of Chinese graduates of U.S. universities polled in a recent WES survey expressed satisfaction with the value of the education they obtained in the United States. The grading scale set forth by the MOE for the APT exams is shown below, but grading practices may vary by province. While rising fast, average income levels in China are still comparable to those of Cuba or the Dominican Republic. Education was simultaneously commercialized to some extent with tuition fees becoming a more common funding mechanism and private education gaining greater prominence in China. Fully 87 percent of Chinese doctoral candidates studying in the U.S. between 2005 and 2015, for instance, intended to stay in the country after graduation. This is where instructors allow students to learn psychomotor activities and physically involving them in various sports. Patterned after the model of the British Open University, these institutions traditionally used radio broadcasts, TV lectures, print materials, and audiocassettes to provide education in blended distance mode, but now rely increasingly on online learning. Click here for a PDF file of the academic documents referred to below. In this sense, the streaming concept largely predetermined which type of university programs graduates entered. In 2003, a law promoting the establishment of more private schools to expand capacity went into effect. The 3+1+2 model, on the other hand, is a partial reform that was adopted out of necessity. The MOE sets curricula and learning outcomes for programs in 19 broad subject categories, such as agriculture, finance and commerce, medicine, tourism, or transportation. In 2007, for instance, the MOE temporarily suspended the approval of new TNE programs for several years. In seven-year programs, students must complete another two years of clinical training and defend a clinical research study. On the downside, some of these agents take advantage of students and charge exorbitant fees. Most recently, the scope of CDGDC rankings was extended to professional degree programs in fields like accounting, education, law, clinical medicine, or dentistry. Bachelor curricula can be broken down into four major areas: Bachelor’s degree students must earn the required credits according to the curriculum plan, submit a thesis, and maintain a minimum GPA (usually at least 60 or C/D) to graduate. The quality of these institutions is highly variable, observers say, and they are often not on par with public HEIs. Some institutions may use A-D letter grades instead of the common descriptors. Students who pass these exams or interviews can be admitted based on lower gaokao scores—a process that lessens the importance of the gaokao and gives applicants another chance to be admitted to their institution of choice. Some institutions use relational grading, which means that these HEIs rank students and base their grades on the position of students in comparison with the entire class. Part of the problem seems to be that PE is often viewed as an opportunity for pupils to be active and to enjoy themselves. Not only are Chinese universities seeking to boost their international enrollment quotas, the government has set an official target of 500,000 international students in China by 2020—a goal that appears within reach. While these institutions continue to be audited today, the MOE currently prioritizes the evaluation of newer institutions that were not assessed in previous reviews. There were 10,200 vocational secondary schools nationwide in that year. Education replaces physical care as the primary emphasis in this program. Sovereignty was transferred back to the People’s Republic of China in 1997 and 1999, respectively, but Hong Kong and Macau remain semi-autonomous entities under the “one country, two systems” principle—a structure that allows them to have different legal systems and governmental and economic structures for 50 years. It’s important to understand that not all institutions have degree-granting authority. Due to the rather large population of China, their education system is the largest one in the whole world. One-certificate programs, on the other hand, are self-study adult education programs that can be entered without entrance exams. In that year, the Ministry of Education (MOE) began to approve the use of multiple texts and resources. During the early phases of China’s free market reforms, formal vocational education picked up as the government sought to address the demand for skilled workers by foreign companies in the newly established special economic zones, as well as the country’s booming economy at large. Chinese authorities favor joint curriculum development with the Chinese partner and generally prefer reputable foreign institutions that are well-represented in international university rankings. For instance, its GDP per capita—USD$9,770 in 2018—is still comparatively low because of prevailing disparities in wealth distribution in the vast and unevenly developed country. This means that students from Shanghai applying in Beijing, for instance, have different score requirements than students from other provinces. 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